Nick Gibb: My hon. Friend makes an important point. That is why the taskforce was established in the first place: to make sure that we were not operating in silos and that those sorts of funding issues did not prevent the action that we know needs to be taken.
Children who need help and protection from social care—those with a social worker—not only lack safety and stability but often have very poor educational outcomes, including being more likely to be excluded than other pupils. The children in need review aims to understand what works to help those vulnerable children to reach their potential.
Let me move on to the important issue of pupil behaviour and the related matter of school exclusions. The Government are committed to ensuring that all teachers are equipped with the skills to tackle the serious behavioural issues that compromise the safety and wellbeing of pupils and school staff, as well as the low-level disruption that too often gets in the way of effective teaching. It is vital that all schools are safe and disciplined  environments. There is more to be done, though, which is why the Government are investing £10 million to create behaviour hubs to facilitate the sharing of best practice in classroom and behaviour management. We have also strengthened teachers’ powers to discipline pupils. Teachers can now take action on poor behaviour that takes place outside of school. We have also clarified teachers’ powers to use reasonable force, they have stronger powers to search pupils for items that could be used to cause harm or break the law, and they can now issue same-day detentions.
Parents also have a fundamental role to play and are often well placed to support schools with the early identification of any problems that may be influencing a child’s behaviour. The special educational needs and disability code of practice, for example, sets out that schools should work with parents to identify any underlying problems that might be related to behavioural issues. Any form of violence in schools is unacceptable. Schools’ behaviour policies should set out how poor behaviour, including incidents of violence, are dealt with. Should the incident constitute a criminal offence, the school should of course report it to the police.
All children have the right to a school environment that is safe and conducive to education, and the Government and I fully support headteachers in the use of exclusion where it is warranted. Exclusion on any grounds other than behaviour is unlawful, but it is for the headteacher to take the decision based on the evidence available and the need to balance the interests of the excluded pupil against those of the whole school community. There has been in recent media coverage some misinformed conflation of fixed-term exclusions with permanent exclusions. The statutory guidance on exclusions makes it clear that, in all cases, a decision to permanently exclude a pupil should be taken only in response to a serious breach or persistent breaches of a school’s behaviour policy, and if allowing the pupil to remain in school would seriously harm the education or welfare of others in the school. But exclusion from school must not mean exclusion from education. When a child is excluded, suitable full-time education has to be arranged from the sixth school day of exclusion.
There are differences in exclusion rates between schools, between different local authority areas of the country, and between pupils with different characteristics, despite all state-funded schools in England operating under the same exclusions framework. That is why last spring the Government launched an externally-led review of exclusions practice, led by our former colleague Edward Timpson, which is due to be published shortly. This will examine the factors that drive those differences, and also explore and evaluate best practice for those where the disparities are less significant.
Regarding the potential links between exclusions and crime, which the hon. Lady mentioned in her opening remarks, it is correct that children who have been excluded from school are disproportionately represented in the criminal justice system. A recent study found that 23% of young offenders sentenced in 2014 to less than 12 months in custody had been permanently excluded from school prior to their sentence date. However, while there is some correlation between exclusion and crime, we do not have evidence to suggest a causal link. What we do know is that there are children who face difficult circumstances, where complex and multiple vulnerabilities  can damage their outcomes, falling behind others from the early years onwards. Of pupils in 2016-17, approximately one in 10 needed a social worker over the previous six years. Of these, 35% also had special educational needs, 42% also claimed free school meals, and 17% faced all three disadvantages. The compounding impact of these children’s vulnerability on their educational outcomes can be entrenched by poor experiences in education, including exclusion.
The Ministry of Justice did publish some analysis last June that looked at the educational background of young offenders who had committed a knife offence, and it was not possible to identify whether there is an association between exclusions and knife possession offending. Although a higher proportion of offenders had been persistently absent or excluded from school, only a very small proportion committed the knife possession offence shortly after being excluded from school. Around 74% of offenders committed the offence more than one year after being permanently excluded.
As I have said, exclusion from school must not mean exclusion from education. Alternative provision is the system that is in place to educate those pupils who are unable to attend mainstream school. This could be for a variety of reasons, be they behavioural or following on from exclusion. There are some excellent examples of alternative provision that not only have high standards for behaviour, progress and attainment, but have strong interventions in place to support their pupils at risk of  involvement in crime. For example, London East AP —LEAP—has an ethos of high expectations on pupils’ results, outcomes and behaviour. It does not accept an excuse culture among staff and pupils. Alternative provision is not necessarily widespread across the country, and we are determined to make sure that every alternative provision setting is as good as the best in the country and that the best practice is shared. That is why we are taking forward an ambitious programme of reform to the AP system over the coming months and years, which we believe will deliver sustained improvement.
As we set out in our vision document published last March, our objective is to make sure that the right children are placed in the right alternative provision, that they receive a high-quality education and that they achieve meaningful outcomes after leaving alternative provision.
In conclusion, I want to assure the hon. Member for Lewisham, Deptford that this Government are determined to do everything they can to break the deadly cycle of violence that devastates the lives of individuals, families and communities. In doing this, it is vital to develop a truly effective, multi-agency approach to tackle the root causes of violence. We must continue to work together, so that every young person is safe and free to fulfil their potential, away from violence.
Question put and agreed to.
House adjourned.